Abstract
This response builds upon some of the issues raised in the article Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali by Jomo W. Mutegi of Indiana University Purdue, U.S.A, and Lazarus O. Momanyi of Moi University. In particular, the need for an operational science education curriculum structure and a relevant educational system aimed at the development of social, personal and cognitive competence of the learner and the impact on society. Too much too little: Educating just in case? Questions the sense in having curriculum overloads with very minimal output while highlighting on current reforms to the Kenyan education system.
Résumé
Cette réponse s’appuie sur certaines des questions soulevées dans l’article Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali par Jomo W. Mutegi de l’Université d’Indiana–Purdue, États-Unis, et Lazarus O. Momanyi de l’Université Moi, Kenya. En particulier, la nécessité d’une structure opérationnelle du programme d’enseignement scientifique et d’un système éducatif pertinent visant à développer des relations sociales, personnelles et cognitives ainsi que la compétence de l’apprenant et son impact sur la société. Too much too little: Educating just in case? Remet en question le fait d’avoir des surcharges dans le programme scolaire avec un rendement très minime soulignant les réformes en cours dans le système éducatif kenyan.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Abuya, B.A. (2017). Why the new education curriculum is a triumph for Kenya’s children. Theconversation. Retrieved from https://theconversation.com/why-the-new-education-curriculum-is-a-triumph-for-kenyas-children-75090.
Ambaa, C. (2013). Analysis of the Kenyan 8-4-4 system of education to the aims of education for self-reliance. Retrieved from http://erepository.uonbi.ac.ke/handle/11295/90450.
Amutabi, M. (2003). Political interference in the running of education in post-independent Kenya: Critical retrospection. International Journal of Educational Development, 23(2), 141. https://doi.org/10.1016/S0738-0593(01)00055-4.
Areba, G. N. (2019). Competence and competency based learning curriculum for greening sustainable development in Kenya: Challenges and panaceas. Journal of Research Innovations and Implications in Education, 3(2), 53–62.
Barasa, F. S., & Kaabwe, S. M. E. (2001). Fallacies in policy and strategies of skills training for the informal sector: evidence from the Jua Kali sector in Kenya. Journal of Education and Work, 14(3), 329–353. https://doi.org/10.1080/13639080120086139.
Dore, R. (1997). The argument of the diploma disease: A summary. Journal of Assessment in Education, 4(1), 22–23. https://doi.org/10.1080/0969594970040102.
Education Scotland. (2017). Defining STEM. Retrieved from https://education.gov.scot/improvement/Documents/sci43-DefiningSTEM.pdf.
Gray, B. V. (1999). Science education in the developing world: Issues and considerations. Journal of Research in Science Teaching, 36(3), 261–268.
Hom, E. J. (2014). What is stem education? Livescience. Retrieved from https://www.livescience.com/43296-what-is-stem-education.html.
Hurd, P. D. (1985). Science education for a new age: The reform movement. National Association of Elementary School Principals Bulletin, 69, 83–92.
Irwin, L.G., Siddiqi, A. & Hertman, C. (2007).Early childhood development: A powerful equalizer. Retrieved from http://whqlibdoc.who.int/hq/2007/a91213.pdf.
Kabita, N. D., & Ji, L. (2017). The why what and how of competency-based curriculum reforms: the Kenyan experience. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000250431.
King, K. (1996). Jua Kali Kenya: Change and development in an informal economy, 1970–95. London: J. Currey.
King, K. (1997). Rethinking the history of Africa’s informal economies against the current challenge to Industry in Africa’. In S. McGrath, C. Jedrej, K. King & J. Thompson (Eds.), Rethinking African history. Centre of African Studies, University of Edinburgh.
Kiraz, A., & Ulu, E. (2014). Science education and cognitive development in updated 2012 Pre-school Curriculum. Procedia-Social and Behavioural Sciences, 136, 438–451. https://doi.org/10.1016/j.sbspro.2014.05.354.
Lewin, M. K. (1992). Science education in developing countries: issues and perspectives for planners. International Institute for Educational Planning, Paris.
Majoni, C. (2017). Curriculum overload and its impact on teacher effectiveness in primary Schools. European Journal of Education Studies, Retrieved from https://oapub.org/edu/index.php/ejes/article/view/516.
Maundu, M. N. (1997).Towards meeting local training requirements of jua kali artisans in Kenya: some lessons of experience. FSU/ADEA conference: Non formal and Adult Education in Africa. Harare, Zimbabwe. Retrieved from http://www.adeanet.org/adea/wgnfe/publications/maundu.html.
Mbugua, N. (2019). CBC grade four roll-out begins next term-Magoha. TheStar. Retrieved from https://www.the-star.co.ke/news/2019-12-19-cbc-grade-four-roll-out-begins-next-term-magoha/.
McLaughlin, K., & Mercieca, M.(2015). What’s wrong with education for education’s sake? The telegraph. Retrieved from https://www.telegraph.co.uk/education/educationopinion/12074215/Whats-wrong-with-education-for-educations-sake.html.
Momanyi, C. (2008). Benefits of non-formal education to jua Kali artisans: A study of the informal sector business institute (ISBI), Nairobi, Kenya. Retrieved from https://suplus.strathmore.edu/handle/11071/3378.
Mukhwana, J. (2019). Government to recognize jua kali artisans trained informally. Kenyanews. Retrieved from https://www.kenyanews.go.ke/government-to-recognize-jua-kali-artisans-trained-informally/.
Mutegi, J. W., & Momanyi, L. O. (2020). Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-019-09967-2.
Oduor, A. (2019). Sossion fears new curriculum will diminish teachers’ role. Standard. Retrieved from https://www.standardmedia.co.ke/article/2001327008/revealed-why-knut-is-opposed-to-new-curriculum.
Omondi, G. (2018). The perceived failures of 8-4-4. Storymojaafrica. Retrieved from http://storymojaafrica.co.ke/2018/01/the-perceived-failures-of-8-4-4/.
Ongeti, K. (2018). Which way curriculum reform in Kenya? Standard. Retrieved from https://www.standardmedia.co.ke/article/2001310151/why-skills-development-is-key-to-new-curriculum.
Ongeti, K. (2019). Why skills development is key to the new curriculum. Standard. Retrieved from https://www.standardmedia.co.ke/article/2001306735/which-way-curriculum-reform-in-kenya.
Oxenham, J. (1984). Education versus qualification?: A study of relationships between education, selection for employment and the productivity of labour. London: Allen and Unwin Education. Google Scholar.
Park, D. (2006). Curriculum reform movement in the US science education. Conference paper. Retrieved from https://pdfs.semanticscholar.org/d70f/c4fc5b4a54818c4b7fb90f878762ef4b6a10.pdf.
Safavian, M. S., Wimpey, J. S., & Amin, M. (2016). Informal enterprises in Kenya (English). Washington, D.C. World Bank Group. Retrieved from http://documents.worldbank.org/curated/en/262361468914023771/Informal-enterprises-in-Kenya.
Shymansky, J. A., & Kyle, C. W. (1992). Overview: science curriculum reform. Journal of Research in Science, 29(8), 745–747. https://doi.org/10.1002/tea.3660290802.
Sifuna, N. D. (2016). Explainer: why Kenya wants to overhaul its entire education system. TheConversation. Retrieved from http://theconversation.com/explainer-why-kenya-wants-to-overhaul-its-entire-education-system-62840.
Studyusa. (2019).Understanding the American educational system. Retrieved from https://www.studyusa.com/en/a/58/understanding-the-american-education-system.
Wambui, H. (2017). Reforming for value creating education in primary school Kenya: Addressing policy and practice. International Journal of Advanced Research, 5(11), 217–230. https://doi.org/10.21474/IJAR01/5759.
Wanjala, E. (2017). New 2-6-3-3-3 curriculum: How different is it from the 8-4-4 system? TheStar. Retrieved from https://www.the-star.co.ke/news/2017-12-25-new-2-6-3-3-3-curriculum-how-different-is-it-from-the-8-4-4-system/.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Leader Editor: C. Quigley.
This review essay addresses issues raised in Jomo W. Mutegi and Lazarus O. Momanyi’s paper entitled, Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali. https://doi.org/10.1007/s11422-019-09967-2.
Rights and permissions
About this article
Cite this article
Achieng, S.A. Too much too little: educating just in case?. Cult Stud of Sci Educ 15, 875–884 (2020). https://doi.org/10.1007/s11422-020-09991-7
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11422-020-09991-7